Mindful learning: A mediator of mastery experience during digital creativity game-based learning among elementary school students

摘要: Abstract With the mounting empirical evidence of benefits mindfulness, researchers present study incorporated mindful learning in digital game-based creativity. A two-phase was conducted to (1) develop Inventory Mindful Learning Experience Digital Games (IMLE-DG); and (2) a training program Game-based Creativity (DGLC), by which relationship among achievement goal, self-determination, learning, mastery experience during creativity were investigated through experimental instruction. One hundred eighty-one 3rd 6th graders used development IMLE-DG, 95 4th included six-week instruction DGLC. The results suggest that IMLE-DG has good reliability validity. Cronbach's α coefficient 0.974 exploratory factor analysis yielded three factors: curiosity open-mindedness, attention grit, emotion regulation. Confirmatory also showed three-factor structure good-fit model (Goodness-fit-index = 0.913). Moreover, analytical goal self-determination influenced experience, suggesting is crucial mediator key features story-based, interdisciplinary, 3-D design, DGLC provides an original valuable vehicle for learning. In addition, mechanisms (rewards, free choices, immediate feedback, peer-evaluation) enhancing achievement, shed light on design